Positives the examiner is looking for in this competency.
- Comparing the actual performance of the pupil with their claims and clarifying any differences.
Check the pupil’s knowledge with a few questions before setting off. Also be aware that the pupils driving will show you their ability, is it where you/they expected? Do you need to refine something before moving on?
- Responding to any faults or weaknesses that undermine the original plan for the
This doesn’t necessarily mean you have to change the whole lesson because of one fault. For example, a missed mirror check may just need a short chat and some extra support. If the pupil is still struggling or shows a lack of knowledge, then you may want to spend more time on the topic before moving on. You should however be dealing with faults in some way or another and not ignoring them just because they come under what you’re practicing today.
- Responding to any concerns or issues raised by the pupil.
This section is fairly self-explanatory, if a pupil asks a question, answer it. If it needs a more in-depth discussion, then it can be put on hold until you can pull over. Let the pupil know this though so they don’t think you’ve ignored them. Also be aware that a pupil may show a concern or query physically rather than verbally. For example, a pupil’s facial expressions during a roundabout may tell you they weren’t sure what was happening or being hesitant at the roundabout may tell you they are unsure about the situations.
- Picking up on non-verbal signs of discomfort or confusion.
As above look for your pupil’s facial expressions or body languages that they have a question. Also, their driving can show you they are unsure. Personally, the use of an ‘eye mirror’ can be helpful for picking up on some of these clues.